Paper presented at a conference between American IREX exchange teachers and Soviet faculty, Moscow University, Moscow, U.S.S.R., August 11, 1972. (HK)

Paper presented at a conference between American IREX exchange teachers and Soviet faculty, Moscow University, Moscow, U.S.S.R., August 11, 1972. (HK)

It is asserted that noun errors made by students of Russian show that they have not grasped the syntactic functions of the declensional desinences. A number of teaching techniques are outlined which attempt to follow the subconscious processes that speakers of Russian go through in selecting declensional desinences. (RM)

Advocates increased use of language laboratory facilities. Suggestions for improving the acoustic and pedagogical quality of recorded materials are made. (PMP)

Elementary Russian textbooks are criticized generally as failing to supply sufficient specific syntactical information. A method for teaching sentence subordination is described. (RM)

A seminar held in the Soviet Union on the linguo-stylistic analysis of a literary text is described. This approach focuses on the linguistic code and cultural context of the text. The applicability of this method in the classroom is discussed. (RM)

Paper delivered at the Eleventh Annual Southern Conference on Slavic Studies, University of Miami, October 13, 1972. (DD)

Examines the difficulties encountered by native speakers of American English with initial consonant clusters in Russian. The phonotactic patterns and articulatory and auditory properties of individual consonants in both languages are compared. Testing explores the relationship of native articulatory habits, the reception of aural stimuli and…

Describes and advocates a different approach to teaching the Russian verbal system based on determination of a "full or basic stem" for each verb. Relates verb conjugation system and morphological classification of verbs to basic stem. (Text is in Russian.) (DH)

Suggests presenting Russian verbs of motion as graphic concepts through application of numerous illustrations, as explained here. Distinctions between orbit and trajectory must be maintained. (CHK)

Discusses general strategies and specific devices to motivate intermediate and advanced students to use the language laboratory frequently and efficiently. Suggests types of materials most effective for language laboratory use. (PMJ)

Critizes pure audiolingual methodology in the teaching of Russian, offering alternatives of a more traditional nature. It is felt, in particular, that there is a place for limited use of the students' native language for explanatory purposes and linguistic analysis. (Text is in Russian.) (DH)

Teaching Russian to scientific students calls for the minimum of studying to yield the maximum reading ability. Optimization of learning can be accomplished with attention to procedures outlined here. Problems of syntax, morphology and lexicon in technical Russian are discussed. (CHK)

Offers tips on classroom techniques aimed at maintaining motivation among students while meeting their varied needs and fulfilling the requirements of an intermediate Russian course. (Text is in Russian.) (DH)

The article defines the word-ordering problems that American students encounter while studying Russian, and underlines the necessity and feasibility of presenting basic concepts of word-order to beginning students. A specific method which stresses oral drill is outlined. Some results are discussed. (CLK)